few_shots: Example:
Problem/activity:
Task
Cruz and Erica were both getting ready for soccer.
Cruz ran 1 lap around the school.
Erica ran 3 laps around the playground.
Erica said,
I ran more laps, so I ran farther.
Cruz said,
4 laps around the school is 1 mile, but it takes 12 laps around the playground to go 1 mile. My laps are much longer, so I ran farther.
Who is right? Draw a picture to help you explain your answer.


Standard options: 
A. Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models, with attention to how the number and size of the parts differ even though the two fractions themselves are the same size. Use this principle to recognize and generate equivalent fractions.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.
B. Compare two fractions with different numerators and different denominators, e.g., by creating common denominators or numerators, or by comparing to a benchmark fraction such as 1/2. Recognize that comparisons are valid only when the two fractions refer to the same whole. Record the results of comparisons with symbols >, =, or <, and justify the conclusions, e.g., by using a visual fraction model.
Grade 4 expectations in this domain are limited to fractions with denominators 2, 3, 4, 5, 6, 8, 10, 12, and 100.


Thought: This task asks students to compare two fractions that are equal. The two fractions have different numerators and denominators (e.g. 1/4 and 3/12). The students need to explain why the two fractions are equal by drawing a picture, which involves using visual fraction models.
Answer: A, B

Now, assign the following problem or activity to one or more relevant standards it aligns with.
shot_info: im_task_000212

4
options: Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones.
problem_activity: Narrative
The purpose of this activity is for students to compose and decompose numbers 11–19 as 10 ones and some more ones. Students work with groups of 11–19 objects to represent a context about students in a classroom where there is room for 10 students to sit at a table and the rest of the students sit on a rug. To solve the problem, students may count the total number of objects and then find a group of 10 or they may start by putting 10 objects at the table and see how many cubes are left on the rug and count all, count on, or know the total without counting. They record the two groups and the total by filling in equations.
Students work with multiple collections of 11–19 objects. They can be given access to a variety of collections of objects to choose from and then switch collections with other groups.
MLR8 Discussion Supports.
Invite students to act out the scenario. Listen for and clarify any questions about the context.
Advances: Speaking, Representing
Action and Expression. Develop Expression and Communication:
Give students access to 10-frames to help them figure out the number of students that will be sitting at the table and rug.
Supports accessibility for: Conceptual Processing, Visual-Spatial Processing
Required Materials
Materials to Gather
Collections of objects
Required Preparation
Each group of 2 needs access to at least 2 collections of 11–19 objects.
Launch
Groups of 2
Give each group of students access to collections of 11–19 objects.
“We are going to pretend that the objects in the collection are students.”
“The students will either sit at the table or on the rug.”
Display the image.
“All of the students want to sit at the table. How many of the students can sit at the table?” (10 students)
1 minute: independent work time
“10 students can sit at the table. The students who do not fit at the table will sit on the rug.”
“Work with your partner to figure out how many students will sit at the table, how many will sit on the rug, and how many students there are altogether. Fill in an equation for each bag of objects.”
Activity
7 minutes: partner work time
Student Facing
[IMG]
[IMG]
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
[IMG]
[IMG]
\(\underline{\hspace{1.1 cm}}\)
\(+\)
\(\underline{\hspace{1.1 cm}}\)
\(= \phantom{la} \underline{\hspace{1.1 cm}}\)
Student Response
Teachers with a valid work email address can
click here to register or sign in
for free access to Student Response.
Activity Synthesis
“The collection Jada is working with has 14 objects. She showed 10 students sitting at the table. How many do you think will be still on the rug? Why do you think that?” (4, 10 and 4 is 14)


correct_option_index: 0